Presentation by Grazyna Krol Arras 23-24 June 2005

1. Possibility of implementing system of identification and validation of non-formal and informal learning in Poland Presentation byGrazyna KrolArras 23-24 June 2005

2. The presentation in brief • APL in Poland – current situation • Legal provisions at the national level • Overview of existing initiatives • Accreditation of Prior Learning in GCE • Proposals concerning the subject and range of actions within the accreditation process

3. Real situation and trends of development • There is no information on any centrally coordinated actions taken at an institutional level, which could be identified as matching the range and the subject of APL crediting processes • But the problem of validation of informal and non-formal learning is recognised by Polish government as very important for the improvement of the situation of individuals on the labour market

4. Real situation and trends of development • Common implementation of APL system across the country would require a preparation of a legal framework in cooperation with the Ministry of National Education and Sport (MENiS) and the Ministry of Economy, Labor and Social Policy (MGiP)

5. National legislation, regulations and guidelines • Development Strategy for Continuing Education Until 2010 (adopted by the Government on 8 July 2003)

6. Development Strategy for Continuing Education Until 2010 • It recognises the necessity of building a more human-friendly system of access to various levels, forms and methods of gaining knowledge and developing skills • It aims at development of systems of confirmation and recognition of qualifications acquired in school and non-school forms and in non-formal way

7. Development Strategy for Continuing Education Until 2010 • Strategy targets at implementation of numerous elements vital for the system of validation of N-FL/IL • establishment of professional qualification standards • development of systems of examination • creation of a system of voluntary accreditation of institutions conducting continuing education in non-school forms

8. National legislation, regulations and guidelines • The National Employment Action Plan • National Development Plan for the years 2004-2006 (Sectoral Operational Program for the Development of Human Resources) • The National Strategy for Employment Growth and Human Resources Development for the years 2000-2006

9. Legal provisions at the national level • Assessment and certification mechanisms in IVET and CVT • vocational school graduation is separated from the acquisition of the vocational qualification • responsibility for certification, evaluation and the issuing vocational title diplomas lies with Central Examination Board appointed by the Minister of National Education

10. Legal provisions at the national level • In the field of Adult Education • the system of extramural examinations introduces the possibility of officially recognising primary-school or post-primary-school diplomas without the requirement of attending classes in school • instead of school-based training for adults there will be more and more courses alongside a system of external examinations to certify vocational skills

11. APL - overview of existing initiatives • National systems of knowledge and competence certification • examinations for craftsmen and candidates for the particular degrees in craftsmanship in accordance with the Crafts Act(for the degree of apprentice and foreman) • state-recognised certificates following training and examinations in certain occupations(security worker, engineers and technical staff in the electrical power sector, work safety and hygiene technicians and officers)

12. APL - overview of existing initiatives • Sectors and companies • certification system of the Polish Welding Centre of Excellence in Gliwicewhich is authorised by the International Institute of Welding (IIW) in a scope of welding personnel qualification • certification system in banking • certification approach of Polish Psychologists Society takes into account previous non-formal training and practical experience

13. APL - overview of existing initiatives • In the academic sector • Bureau for Academic Recognition and International Exchange (the Polish ENIC/NARIC body) • recognition of qualifications from the point of view of mobility in Europewww.buwiwm.edu.pl/eu/public/eng

14. APL - overview of existing initiatives • In the academic sector • participation in EU projects which develop aspects of the validation of competences attained through informal and non-formal learning • joining the work of a European consortium of institutions on elaboration of a competence management tool entitled “The European Record of Achievement” (EuroRecord)

15. APL - overview of existing initiatives Third sector • Volunteer Centres • assessing voluntary experiences - identifying, evaluating and validating skills and qualifications acquired through volunteering • Non-Governmental Organisations’ Trainers' Association (STOP) • implementing certification system (3-stage procedure) of trainers for NGOs

16. Development of Qualifications framework • There are ongoing efforts to develop a system of standards that would facilitate comparison of qualifications, certificates and diplomas acquired in the formal and non-formal system of education

17. Development of Qualifications framework • The system of vocational qualifications in Poland does not exist yet, but there are elements of such system • centrally prepared curricula for certain professions • the system of final examination • the system of qualification examinations (separated from the process of education)

18. Development of Qualifications framework • In 1998 a basic methodology for the design of standards of vocational qualifications was developed as part of an ETF-initiated project • standards for eight professions have been designed using the methodology • work relating to another 40 occupations has been completed in 2003 • Design of standards related to vocational examinations is the responsibility of the Central Examination Board

19. Accreditation of Prior Learning in GCE • As a public educational institution, GCE has the authority and licence to recognize, examine, and also credit education and competence of students and graduates of formal and informal systems of education in the areas matching the educational offer of the institution

20. Accreditation of Prior Learning in GCE • GCE is certifiedto conduct: • all the final examinations within the general educational system • professional examinations - awarding vocational titles within working profession • final examinations in vocational training (awarding a degree of technician)

21. Descriptive certification of knowledge and qualifications • Since 1999 GCE has introduced an optional (at request) descriptive way of certifying education achievements and professional competence to its graduates of formal and informal education • Procedure of certifying examinationmeets the requirements ofISO norm

22. Process of certification • To identify the type and range of knowledge, number and type of qualifications mastered by the candidate the Board makes use of one of three methods: • practical certification exam • collecting evidence - analysis of the gathered documents • verification proceedings (combining the features of two above methods)

23. General idea, principles and structure for the accreditation of N-FL/IL in LLL • Project of accreditation structure • Proposals concerning the subject and range of actions within the accreditation processworked out by Quality, Standardization and Professional Counselling Laboratory

24. General idea and the formal basis • The formal basis for carrying out the APEL should be governed by an agreed document compiled as a result of united effort • A uniform and clear methodology of action should be done

25. Accreditation procedure should explicitly standardize • the code of conduct for the candidates interested in applying for the accreditation of their skills and professional qualifications • rules governing the organization and execution of accreditation by certified accrediting institutions • types and forms of the accreditation documents (forms and official forms necessary in the accreditation processand the certificates)

26. Accreditation procedure should explicitly standardize • guidelines for uniform formulation of verbal descriptions as a confirmation of the accredited skills and professional qualifications in the accreditation documents • conditions and rules for issuing the accreditation documents (certificates) • cases of invalidation of the accreditation documents (certificates)

27. Accreditation procedure should explicitly standardize • the rules for N-FL/IL in LLL accreditation documentation • the rules for making appeals by the accreditation participants • the rules of service quality assurance at the certified institutions or centers for accreditation

28. Accreditation procedure should explicitly standardize • the rules outlining the supervision of the accreditation process • The procedure should also settle down any matters of technical or methodological nature pertaining to the different ways of carrying out the accreditation of N-FL/IL learning

29. General idea of accreditation procedure • If we assume that any individual, regardless the way they acquired their professional qualifications or skills, can be subject to the N-FL/IL in LLL accreditation, then within the course of the accreditation procedure we should take into account at least three possible scenarios concerning the situation that the participant may be in

30. General idea of accreditation procedure • Three possible scenarios concerning the situation of the participant • has a set of documents confirming the types and certified levels of prior education • not have any documents confirming the type and effects of prior education • has certificates giving a description of the type and effects of prior education but has also undergone further training improving his skills or professional qualifications (e.g. gained as experience at a workplace) and would like to get a certificate as their formal confirmation)

31. General idea of accreditation procedure • Three possible scenarios generate three methods of accreditation, each based on: • analyzing the documentation supplied by a candidate • practical exam adjusted to the type and range of the skills and professional qualifications • verification process (combining the elements of taking of evidence and practical exam)

32. General idea of accreditation procedure • Structure of framework procedure for uniform accreditation process • Structured in the above mentioned way, the uniform accreditation procedure would put the whole process into right order. • At the same time it would allow to meet the requirements set forward by the international quality assurance standards for the process documentation

33. Conclusion • The importance of the validation of informal and non-formal learning is widely recognised in Poland • It is well present in the political agenda as well as in the expert discussions • Many examples of initiatives exist • A great deal of efforts have been done, but the system is still in the process of change and adaptation

34. Thank You